the 4 pillars of education
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The 4 Pillars of Education. A complete Education must incorporate all these in its curriculumTRANSCRIPT
Know
Live Together
Do
Be
4 Pillars of
Education
... education is at the heart of both
personal and community
development; its mission is to enable
each of us, without exception, to
develop all our talents to the full and
to realize our creative potential,
including responsibility for our own
lives and achievement of personal
aims. Jacques Delors (Delors, 1996, p 17)
Implies learning how to learn
by developing one's
Concentration, Memory skills
and Ability to Think.
Learning to Know
Learning to Know
Learning to Know involves the
development of Knowledge and
Skills that are needed to function in
the world. These skills include
Literacy, Numeracy and Critical
Thinking.
People have to learn to understand the world
around them by combining a sufficiently broad
general knowledge with the opportunity to work
in depth on a small number of subjects. This also
means learning to learn (autonomous learning),
so as to benefit from the opportunities education
provides throughout life.
As a result of learning, the
person is transformed — they are
more Enlightened, more
Empowered, more Enriched.
Develop values and skills for respecting and
searching for knowledge and wisdom
Learn to learn
Acquire a taste for learning throughout life
Develop critical thinking
Acquire tools for understanding the world
Create a curious mind/learner
Understand sustainability concepts and
issues
Learning to Know helps individuals to:
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
KNOW‖ Pillar that can be applied to Community,
School, State, Country and Continent.
Pillar Indicator Measure
Le
arn
ing
to
Kn
ow
Access to learning
institutions
Average travel time to elementary or secondary
school
Average travel time to university or college
University
attainment
Proportion of adults (25-64) who have
completed a university program
PSE Participation Proportion of youth (20-24) who are
participating in post-secondary education
High-school
dropout rate
Proportion of youth (20-24) who have not
completed high school and are not attending
school
Youth literacy skills
Mean problem-solving score for youth (15yrs)
Mean reading scores for youth (15yrs)
Mean math scores for youth (15yrs) PSE: Post-Secondary Education
In summary;
Learning to Know helps with the
knowledge and information
needed to work in a globalized,
information society and
knowledge economy, and the
tools for learning how to learn
and to independently acquire
knowledge.
It describes putting knowledge
and learning into practice
innovatively through (1)Skill
development and (2)Practical
know-how, (3)Development of
competence, (4)Life skills, (5)Personal qualities,
(6)Aptitudes and (7)Attitudes.
Learning to Do
Learning to Do
Learning to Live Do involves the
acquisition of Skills that are often
linked to occupational success, such
as computer training, managerial
training and apprenticeships.
Learning to Do:
Clearly
defined task
Routinal
practice
transmission
Ascendancy
of knowledge
& information
Development
of personal
competence
Development
of social
behaviour
Aptitude for
teamwork
Risk taking
initiative and
readiness
Excellent
interpersonal
skill
All things considered, the new
forms of personal competence are
based on a:
Body of theoretical & practical
knowledge
Personal dynamism
Good problem-solving,
Decision-making,
Innovative and
Team skills.
It is clear that Technical and Vocational
Education and Training (TVET) needs to
encompass all four pillars of learning in
order to prepare the individual with the
knowledge, skills, qualities, values, attitudes
and abilities to communicate effectively and
work together productively with others.
―Learning to DO‖ is anchored within the
context of lifelong learning and TVET, in
preparation for life and the world of work.
Learning to DO: . . . in order to acquire
not only an
occupational skill, but
also, more broadly, the
competence to deal
with many situations
and work in teams. It
also means learning to
do in the context of
young peoples‘ various
social and work
experiences which may
be informal, as a result
of the local or national
context, or formal,
involving courses,
alternating study and
work.
Learning to DO: identifies work-related
values for technical
and vocational
education and training
that contribute to the
development of the
whole person; the
worker and the citizen
with the knowledge,
values, attitudes,
behaviours and skills,
needed to be able to
participate fully and
work effectively,
ethically and
responsibly, in a
globalized world.
Learning to DO: represents the skillful,
creative and discerning
application of
knowledge, one must
first learn how to learn
effectively, how to think
creatively, critically and
holistically, and how to
deeply understand the
information that is
presented, and its
systemic implications for
individuals and for
society, in both the short
and longer term.
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
DO‖ Pillar that can be applied to Community, School,
State, Country and Continent.
Pillar Indicator Measure
Le
arn
ing
to
Do
Availability of
workplace training
Proportion of employers who offer any
type of classroom of workplace training for
their employees
Participation in job-
related training
Proportion of adults (25-64) who
participated in job-related training in
previous year
Proportion to adults (25-64) who
participated in any form of job-related
training during the last six years
Access to
vocational training
Average travel time to vocational schools,
business and secretarial schools
LEARNING TO LIVE TOGETHER
Learning to live
together in peace
and harmony is a
dynamic, holistic
and lifelong
process through
which (the shared
values) are
internalized and
practised.
Learning to Live together The process
begins with the
development of
inner peace in the
minds and hearts
of individuals
engaged in the
search for truth,
knowledge and
understanding.
Learning to Live Together
Learning to Live Together involves
the development of social skills and
values such as (1)
respect and
concern for others, (2)
social and
inter-personal skills and (3)
an
appreciation of the diversity of the
World.
Education should adopt two complementary
approaches. From early childhood:
It should focus on the discovery of other people in
the first stage of education.
In the second stage of education and in lifelong
education, it should encourage involvement in
common projects.
Discovery of
other people
Encourage
involvement
in common
projects
Teach pupils and students about human diversity
Instill in them an awareness of the similarities and
interdependence of all people Some subjects lend themselves to this -
human geography in basic education, foreign languages and literature later on
Children should be taught to understand other people's
reactions by looking at things from their point of view
Teaching the history of religions or customs can provide a
useful reference tool for moulding future behaviour
Recognition of the rights of other people should not be
jeopardized by the way children and young people are
taught
One of the essential tools for education in
the twenty-first century will be a suitable
forum for dialogue and discussion.
Discovery of other people
Encourage involvement in common projects
Introduce young people to collaborative
projects from an early age ,
The renovation of slum areas,
Help for disadvantaged people,
Humanitarian action,
Senior citizen help schemes
Involvement of teachers and pupils in common
projects can help to teach a method for
resolving conflicts and provide a valuable
source of reference for pupils in later life.
Educational initiative Nature of learning goals
Peace education Conflict resolution, peace, reconciliation, tolerance, respect for
human rights, civic participation
Education for mutual
understanding Social cohesion, respect for diversity, inclusive national identity
Multicultural/intercultural
education Tolerance, respect for diversity, antiracism, non-discrimination
Human rights education
Respect for human rights and responsibilities, rights of women,
children and minorities, tolerance, nondiscrimination, prevention
of bullying, civic articipation
Life-skills‘/ health education
Preventive health/HIV-AIDS prevention, prevention of substance
abuse, respect for the health rights of others, respectful
relationships
Citizenship education Active and responsible participation in civic/political life,
democracy, respect for human rights, tolerance
Education for sustainable
development
Environmental sustainability, respect for the rights and welfare of
all
Humanitarian education Respect for humanitarian norms, humanitarian acts, non-
discrimination
Values education Internalization of values of peace, respect and concern for others
For Learning to Live Together Educational initiatives
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
LIVE TOGETHER‖ Pillar that can be applied to
Community, School, State, Country and Continent.
Pillar Indicator Measure
Le
arn
ing
to
Liv
e T
og
eth
er Access to
community
institutions
Average travel time to libraries
Average travel time to business, civic and
social associations
Average travel time to religious organisations
Volunteering Proportion of citizens engaged in unpaid work
as part og a group or organisation
Participation in
social clubs and
organisations
Proportion of households spending on social
clubs and other organisations
Learning from
other cultures
Proportion of citizens who socialize with
people from other cultures on a regular basis
■ Learning to live appropriately with others is
important in our everyday lives – from life in the
school, family and community to the special
problems of adolescent relationships.
■ Learning to live together in the wider society
requires awareness of and respect for human
rights and the responsibilities of local, national
and global citizenship.
■ Learning to live together as responsible citizens
can help reduce tensions due to ethnic or other
divisions and social disparities which contribute to
the instability or civil conflict seen in many nations
today.
The all-round development of the whole
person, to fulfill his/her highest potential, and
be able to think, decide and act independently—
the source of creativity, innovation and
entrepreneurship.
Learning to Be
The aim of development is the complete
fulfillment of man, in all the richness of his
personality, the complexity of his forms of
expression and his various commitments - as
individual, member of a family and of a
community, citizen and producer, inventor of
techniques and creative dreamer‗.
Learning to Be
Learning to Be involves activities
that foster personal development
(body, mind and spirit) and
contribute to creativity, personal
discovery and an appreciation of
the inherent value provided by
these pursuits.
All people should receive in their childhood
and youth an education that equips them to
develop their own independent, critical way
of thinking and judgment so that they can
make up their own minds on the best
courses of action in the different
circumstances in their lives.
In that connection, education must not
disregard any aspect of a person‘s potential:
memory, reasoning, aesthetic sense, physical
capacities and communication skills.
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
BE‖ Pillar that can be applied to Community, School,
State, Country and Continent.
Pillar Indicator Measure
Le
arn
ing
to
Be
Exposure to
media
Proportion of households spending on Internet
services
Proportion of households spending on reading
material and other printed matter
Learning through
culture
Proportion of households spending on admissions
of museum and other cultural activities
Proportion of households spending on live
performing arts
Learning through
sports
Proportion of household spending on recreation
and sports facilities
Broadband
Internet access
Proportion of household with access to wireless,
cable, or DSL
Access to cultural
resources Average travel time to museum and art galleries
The 21st century will need a varied range of talents and
personalities even more than exceptionally gifted
individuals, who are equally essential in any society.
At school, art and poetry should take a much more
important place than they are given in many countries by
an education that has become more utilitarian than
cultural. Concern with developing the imagination and
creativity should also restore the value of oral culture and
knowledge drawn from children's or adults' experiences
Both children and young persons should be offered every
opportunity for aesthetic, artistic, scientific, cultural and
social discovery and experimentation, which will complete
the attractive presentation of the achievements of previous
generations or their contemporaries in these fields.
The 4 Pillars guarantees a complete Education
Learning to
Know
Learning
to Do
Learning
to Be
Learning
to Live
together
1
2 3
4
Pillar Indicator Measure
Learning
to Know
Access to learning institutions Average travel time to elementary or secondary school
Average travel time to university or college
University attainment Proportion of adults (25-64) who have completed a university program
PSE Participation Proportion of youth (20-24) who are participating in post-secondary education
High-school dropout rate Proportion of youth (20-24) who have not completed high school and are not attending
school
Youth literacy skills
Mean problem-solving score for youth (15yrs)
Mean reading scores for youth (15yrs)
Mean math scores for youth (15yrs)
Learning
to Do
Availability of workplace training Proportion of employers who offer any type of classroom of workplace training for their
employees
Participation in job-related training
Proportion of adults (25-64) who participated in job-related training in previous year
Proportion to adults (25-64) who participated in any form of job-related training during the
last six years
Access to vocational training Average travel time to vocational schools, business and secretarial schools
Learning
to Live
Together
Access to community institutions
Average travel time to libraries
Average travel time to business, civic and social associations
Average travel time to religious organisations
Volunteering Proportion of citizens engaged in unpaid work as part of a group or organisation
Participation in social clubs and
organisations Proportion of households spending on social clubs and other organisations
Learning from other cultures Proportion of citizens who socialize with people from other cultures on a regular basis
Learning
to Be
Exposure to media Proportion of households spending on Internet services
Proportion of households spending on reading material and other printed matter
Learning through culture Proportion of households spending on admissions of museum and other cultural activities
Proportion of households spending on live performing arts
Learning through sports Proportion of household spending on recreation and sports facilities
Broadband Internet access Proportion of household with access to wireless, cable, or DSL
Access to cultural resources Average travel time to museum and art galleries
The Canadian Council on Learning (CCL)
Freely share, freely use and freely acknowledge the source – © Wale Micaiah
Data source: - Canadian Council on Learning, Composite Learning Index
- UNESCO resources – Learning to Know, Learning to Do, Learning to
together, Learning to Be
- UNESCO: International Bureau of Education, Geneva, 2004 –
Learning to Live Together
Analysis by: Wale Micaiah (M.Sc., CISM, CCNP-Sec, MCSA)
m: 08078001800
b: walemicaiah.blog.com
w. www.statisense.com